design event 1

Design Event 1

Speech and Language Therapy

Year 3 of Cycle

3

rd

August 2021

The Balanced System Outcomes

Family Support Environment Workforce Identification Intervention

FS3. Specialist - Parents andcarers of children with specialistSLCN receive specific specialistsupport to ensure confidence intheir role as akey communication partner fortheir child and to increase theirunderstanding of the specificcommunication challengesassociated with their child’sneeds. Young people withSLCN are enabled to be activeparticipants decisions abouttheir support.

EE3. Specialist - Places wherechildren and young people withspecialist and complex SLCNspend their time for learningand leisure are communicationfriendly. The necessaryadaptations are in place tomaximise access in addition tothe enhancements expected ata universal and targeted levels.

WW3. Specialist - Knowledgeskills and expertise aredeveloped in identifiedmembers of the wider workforcein order to ensure that, workingwith specialist support, thereare staff that are confident andcompetent to support thedelivery of specialistinterventions includingindividual and small group work,support parents, adapt theenvironment and identifychildren who need specialistsupport.

ID3. Specialist - Children withspecialist SLCN have theirneeds identified effectively andquickly. This includes multi-disciplinary assessment whereappropriate.

IN3. Specialist - Children andyoung people needing specialistintervention for their SLCNreceive appropriate and timelyprovision in the mostfunctionally appropriate contextfor their needs. Progressmeasures will include activity,participation and well-beinggoals in addition to goalsrelating to their core SLCimpairment.

FS2. Targeted - Parents andcarers of children with identifiedspeech, language andcommunication needs (SLCN)access additional specificsupport to ensure confidence intheir role as a keycommunication partner andeducational support for theirchild. Families and youngpeople with SLCN aresupported to make choices andaccess services.

EE2. Targeted - Places wherechildren and young people withidentified SLCN spend theirtime for learning and leisure arecommunication friendly.Appropriate additionalenhancements are made thatenable children and youngpeople with identified SLCN tomore easily understand and toexpress themselves.

WW2. Targeted - The widerworkforce is supported todevelop specific knowledge andskills to support children andyoung people with identifiedSLCN. Setting and school staffare confident and competent todeliver targeted interventions,support parents, adapt theenvironment and identifychildren who need additionalsupport.

ID2. Targeted - Efficient andaccessible processes are inplace that support theidentification of more specificSLCN. The wider workforce,setting and school staff aresupported to be confident andcompetent to identify childrenand young people who mayrequire targeted support and/orreferral to specialist services fortheir SLCN.

IN2. Targeted - Children andyoung people benefiting fromtargeted interventions will haveaccess to evidence basedtargeted interventions todevelop core speech, languageand communication skillsdelivered in the mostappropriate functional context.These might include 1:1 and / orsmall group interventions thatare typically designed byspecialist practitioners anddelivered by those withappropriate training.

2021

FS1. Universal - All parentsand carers are supported withinformation and resources toencourage their role as effectiveprimary communicative partnersfor their children. Families andyoung people are able to makeproactive choices with respectto their child's or own needs.

EE1. Universal - Places wherechildren and young peoplespend their time for learningand leisure are communicationfriendly. Environments haveappropriate enhancements thatmake it easier for all childrenand young people tounderstand and expressthemselves.

WW1. Universal - The widerworkforce is supported to havea good basic understanding ofspeech, language andcommunication includingsupportive strategies. Settingand school staff are confident intheir role as facilitators ofcommunication. The widerworkforce has access toappropriate training aroundspeech, language andcommunication.

ID1. Universal - Earlyidentification of children andyoung people whose speech,language and communicationneeds may require targeted orspecialist support is as efficientand accessible as possible. Pre-identification information andadvice is available in a givenarea, school or setting.

IN1. Universal - Homes, settingsand schools are supported todevelop the language andcommunication skills of allchildren and young peoplethrough language enrichmentand supportive activities.

2021

Stars, Bugs and Moon

Star quality...

One thing that deserves a star in your current provision forchildren and young people

My star...

Local support networks for EYFS valued - Equality andinclusion team / STLS / SENIF / Portage to meetvarious local needs including advice / intervention /workforce training / parental support / identificationtoolsKCHFT The Pod website for support with identificationand referral. Tools to support practitioners and familiesunderstand and support SLCN betterEarly Years LIFT process seen positively - gain advice /refer on to other services EYFS Best Practise Guidence on what EYFS provisionmay look like at Universal / Targeted and Specialistlevels.'What to expect When' used with parents to informabout typical development from 0-5 (Identification /Family)'Intensive Interaction' used in some areas asintervention at targeted / specialist levelJoined up working between Health Visiting andSettings in some areas - joint assessment and plan ofsupportICAN resources widely used including flowcharts onlanuage developement (Idenfiication). ICAN Early TalkBoost (Intervention) which has information and supportfor parents (Family)

Copyright Better Communication 2021

Bug in the system...

One thing that gets in the way of achieving outcomes for childrenand young people

My bug...

Lack of support for under 3's a concern - especiallypost COVID as settings already identifying a 'backlog'of unidentified needLack of support / guidence for supporting EAL,especially with SENDSure Start centres closing - did a lot of support for EAL Children's centres closing - losing parental support andavenues for early identificationNew EYFS doesn't support early identification asaccurately as current sustem - will be harder to proe 18month delay to access SLT servicesSome areas not getting any info / support from healthvisitors after two year check. Feel like no joined upworking.Therapy teams constantly changing - lack ofconsistency


Reach for the moon...

One thing that would really make a difference for children andyoung people

My aspiration...

More specific guidence on support for children nothitting threshold for SLT intervention - written program /signposting / joint appt with child would be helpfulThe Pod referral sustem - to be able to save documenthalf way through (not currently possible)Clear guidence from KCC on what to use to monitorprogress for SEND Children in EYFS - settings chosingfor themselves e.g. portage tools / chery trees / trakingtool for AutismEarlier intervention from Health Visitors on speech andlangauge development. Developing support plansjointly with settings.


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design event 1

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